Digital Technologies in the Classroom: A Global Educational Reform?

Autor/in	Dussel, Inés
Titel	Digital Technologies in the Classroom: A Global Educational Reform?
Quelle	(2018), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Policy; Educational Trends; Foreign Countries; Program Implementation; Information Technology; Teaching Methods; Educational Strategies; Poverty; Access to Education; Social Change; Corporations; Educational Change; Equal Education; Program Descriptions; Teacher Education Programs; Secondary School Students; Policy Formation; Access to Computers; Global Approach; Governance; Latin America; Argentina + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsentwicklung; Ausland; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Sozialer Wandel; Unternehmen; Bildungsreform; Sekundarschüler; Politische Betätigung; Globales Denken; Educational policy; Financing; Steuerung; Erziehung; Finanzierung; Lateinamerika; Argentinien
Abstract	In the last decade, one of the most remarkable traits in educational policies in Latin America has been the implementation of programs that produced a massive distribution of digital technologies as a way to promote the digital inclusion of the poorest segments of society. Pushed by transnational technological companies and organizations as well as by national governments with social progressive agendas, these policies have been celebrated as a step forward to the modernization and transformation of school systems. In this article, and grounding on actor-network theory, I analyze the experience of "Conectar Igualdad" in Argentina, a program that distributed one computer per student in public secondary schools and teacher education institutions between 2010 and 2015. I am interested in understanding how these transnational actors and the globalizing rhetoric of educational reform connect with national and local scales of policy design and implementation. Using Jan Nespor's approach to scales in educational policies, I confront top-down or bottom-up visions of educational reform, and instead seek to understand the flows and networks of this program as it moves through a heterogeneous topography, made of forces and actors with their own density. [For the complete volume, "Critical Analyses of Educational Reforms in an Era of Transnational Governance. Educational Governance Research. Volume 7," see ED613632.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01